Volume 9, 2004
Articles
Effects of Handwriting and Computer-Print on Composition Scores: A Follow-up to Powers, Fowles, Farnum, & Ramsey
Russell Michael and Wei Tao
What's still wrong with rubrics: Focusing on the consistency of performance criteria across scale levels
Robin Tierney and Marielle Simon
A Comparison of Consensus, Consistency, and Measurement Approaches to Estimating Interrater Reliability
Steven E. Stemler
Estimating the Standard Error of the Judging in a modified-Angoff Standards Setting Procedure
Robert G. MacCann and Stanley Gordon
The power of outliers (and why researchers should ALWAYS check for them)
Jason W. Osborne and Amy Overbay
Classroom Assessment in Web-Based Instructional Environment: Instructors’ Experience
Xin Liang and Kim Creasy
Thinking About How to Evaluate Your Program? These Strategies Will Get You Started
Rebecca Gajda and Jennifer Jewiss
Computers, The Internet, and Cheating Among Secondary School Students: Some Implications for Educators
Stacey Conradson and Pedro Hernández-Ramos
The Influence of Computer-Print on Rater Scores
Michael Russell and Wei Tao
Sample size and subject to item ratio in principal components analysis
Jason W. Osborne and Anna B. Costello
A Standards-Driven, Task-Based Assessment Approach for Teacher Credentialing with Potential for College Accreditation
R. Wilkerson Judy and William Steve Lang
IRT-Linked Standard Errors of Weighted Composites
Ruth A. Childs, Susan Elgie, Tahany Gadalla, Ross Traub, and Andrew P. Jaciw
Designing Accountability Assessments for Teaching
William D. Schafer and Mark Moody
Toward a More Complete Picture of Student Learning: Assessing Students’ Motivational Beliefs
Ronald A. Beghetto
Course Selection Decisions by Students on Campuses With and Without Published Teaching Evaluations
Wendy Bryce Wilhelm and Charles Comegys